Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Search results for: Hadar Linor L.
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2 items
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This case study explores how teacher education curriculum in a college in Israel responded to the Covid-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being and social emotional learning (SEL); and (2) an adaptation of teaching methods.
Published: 2020
Updated: Jan. 14, 2021
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Experience in the workforce influences teacher educators’ responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching in an Israeli teachers' college. A four-stage trajectory model for development was used to track changes in practice among the teacher educators. The authors’ analysis identified three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group.
Published: 2015
Updated: May. 22, 2016